What does the health-literacy discussion focus on? Difficulty understanding and acting on healthcare information, including words and numerical directions.
Priority A · Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
Why can a patient portal fail to solve an information-access problem? The patient may lack internet access, digital skills, or the ability to use the portal.
Priority B · Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
How can the PTA address low health literacy during a visit? Slow down, use understandable language, invite questions, and check what the patient understood.
Priority A · Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
Why is a nod not reliable evidence of understanding? A patient may agree without understanding the words, numbers, or required actions.
Priority A · Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
What is the purpose of the course's “Ask 3” questions? Ensure the patient can state the functional goal, required action, and reason it matters before leaving.
Priority A · Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
Why should explanations be clear, concise, and organized? Patients may remember only familiar words; rambling or technical explanations can cause misunderstanding.
Priority A · Purtilo Ch 8-9 2026.pptx slide 14; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
How do clarity and voice affect communication? Being too quiet or hurried reduces clarity; tone conveys attitude and volume affects interpersonal distance.
Priority A · Purtilo Ch 8-9 2026.pptx slide 14; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
How should vocabulary differ between patients and healthcare professionals? Use understandable lay language with patients and appropriate professional terminology with colleagues.
Priority A · Purtilo Ch 8-9 2026.pptx slides 14, 16; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
Why should you assess the patient's emotional state before important teaching? Anger, fear, pain, or grief may limit what the patient can take in.
Priority A · Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
What is useful humor in patient care? Humor that helps cope with stress or express feelings constructively, without making fun of the patient.
Priority A · Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
What makes humor destructive? Repeated self-putdowns or hostile verbal fencing disguised as joking between patient and therapist.
Priority A · Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
How can the therapist's attitude affect a patient? The patient responds to perceived caring or to perceived frustration, fear, or favoritism.
Priority A · Purtilo Ch 8-9 2026.pptx slide 16; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
What should a PTA do when a patient becomes tearful? Provide privacy when possible, listen, allow expression, and acknowledge the difficulty without needing to fix everything.
Priority A · Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
What can help when emotional distress prevents productive treatment? Acknowledge the difficult day, consider rescheduling, or help connect the person with appropriate support such as social work.
Priority B · Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
How should you respond to sensory overload during instruction? Adjust the amount and pace of information to what the individual patient can process.
Priority A · Purtilo Ch 8-9 2026.pptx slide 21; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
Why pair written HEP instructions with verbal teaching? Organized written directions provide visual cues and can be reread after the visit.
Priority A · Purtilo Ch 8-9 2026.pptx slide 21; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26